Exploring the Interaction Between Teachers and ChatGPT in Developing a Teaching Session: How Does the Mathematical Knowledge for Teaching Shape This Interaction?

This chapter investigates the potential of using the AI language model ChatGPT as a resource for developing instructional sessions on mathematical concepts, focusing on the concepts of supremum and infimum in the context of teaching first-year physics students. Drawing upon the theoretical framework of Mathematical Knowledge for Teaching (MKT), the study examines how teachers’ knowledge shapes the interaction with ChatGPT during the preparation phase of teaching sessions. The study employs a self-study methodology, documenting the author’s personal experiences as a mathematics lecturer using ChatGPT to design teaching sequences. An analytical tool is developed to investigate the interaction with ChatGPT and evaluate the generated content. Through a series of stages, the chapter explores the evolution of interaction with ChatGPT, highlighting benefits such as generating additional content, creating innovative pedagogical scenarios, and adapting content to meet student needs, while also addressing limitations such as a lack of tailored responses and potential inaccuracies. The findings underscore the pivotal role of teachers’ MKT in shaping the interaction with ChatGPT and highlight the synergistic relationship between AI technologies and teaching knowledge in educational settings. The chapter concludes with implications for professional development, the need for critical thinking development among students, and future research directions in AI integration in education.